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Feedback in the art room can take a few different forms all with the same means. Informal critiques can be a simple student lead discussion of the criteria and which art works are or are n t meeting the criteria.  Formal critiques can be written group or self critiques all revolving around a spacific set of criteria.  At the end of the day feedback is what makes an artist better.

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Feedback in the art room can take a few different forms all with the same means. Informal critiques can be a simple student lead discussion of the criteria and which art works are or are n t meeting the criteria.  Formal critiques can be written group or self critiques all revolving around a spacific set of criteria.  At the end of the day feedback is what makes an artist better.

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1. Quickwrite/Discussion: How do you define “feedback”? What does feedback look like in your classroom?

2. Draw a scientific butterfly/Austin’s Butterfly Video 3. Unpack “FAME Guidelines for Effective Feedback” 4. Exit Ticket: Explain your understanding of meaningful feedback at this point. How might you apply one piece of this new learning in your classroom?

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- How do you define “feedback”?

- What does feedback look like in your classroom?

- What are the issues that we have with feedback? What are some of the successes?

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As you watch the video and draw your own scientific butterfly, think about your original definition of "feedback". What are similarites and differences that you see between your reality and this video?

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Austin's Butterfly: Building Excellence in Student Work

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Ron Berger from EL Education demonstrates the transformational power of models, critique, and descriptive feedback to improve student work. Here he tells the story of Austin's Butterfly. First-grade students at ANSER Charter School in Boise, ID, helped Austin take a scientific illustration of a butterfly through multiple drafts toward a high-quality final product.

This video accompanies the book Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment.

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In your expert pairs or groups of 3, unpack the following guideline rubric for effective feedback.

- While you read, annotate the text for important words or phrases.

- Construct a summary of your pair or group's expert guideline.

- We will share in a jigsaw activity.

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Explain your understanding of meaningful feedback at this point. How might you apply one piece of this new learning in your classroom?